Abstract—
This survey is based on how to make utilize the social media into a game-based
learning and with the help of various applications instead of affecting
students by using social media discussed related based on the active learning,
with the main intention of provoking learners’ aim instead of instructing the
courses. Thus, increasing learning purpose by game-based learning becomes a
typical tutorial strategy to boost learning actions. However, it’s challenging
to design fascinating games combined with courses. However, in the past game-based
learning, students were brought together in common places for various times of
game-based learning. Students learning was restricted by time and area.
Therefore, for students’ game-based learning at any time and in any places,
based on theories of design elements of online community game with the help of
social media. Questionnaire survey is conducted to seek out if the design of non-single
user game is adorable for students to take part in game-based learning. In
order to make sure that the questionnaires can be the test to analyse students
motive to play games, by statistical program of social science; this study
endorse reliability and validity of items of questionnaire to effectively
control the result of online community games on students learning intention.

Keywords—Social
Network game,game-based learning

I.
INTRODUCTION

The process of extracting needed
information/knowledge from the huge amount of data is referred a data mining. In
this educational data mining is an emerging field which explores data from the
educational content. Now a days educational system has changed and students started
from various sources. Social medias creates interaction between the peoples
from various countries and these media. Social media facilitate sharing of
thought, own ideas, sharing of information and to promote our brands. some of the famous social media sites are Facebook,
WhatsApp, Twitter, Youtube, Orkut, Hike and so on . social medias also provide students
to learn from various sources through small puzzles, games. Learning based game
has been proven to be a kind of learning method that allows students to
organize knowledge through the game content in the game process and in turn
elevate learning motivation 1. Compared to traditional education in which
students passively receive knowledge. Game -based learning allows students to
actively participate in game activities 2, which not only strengthens but
also maintains student learning motivation, making them willing to spend time
on learning 3. However, in view of the fact that it is not easy to design a
system that combines game elements and course content, Echeverria proposed the
design method for course knowledge systems, combining game elements and course
knowledge.

The fictional story of the story or
the interaction with fictional characters corresponds to suitable course
content, in turn combining the course and the game 4. However, since
traditional game-based learning tends to cause temporal and spatial constraints
for students, in order to break through these constraints, so that students can
conduct game based learning at any time and place, this study uses Aki
Järvinen’s theory of social network game design elements as the basis to create
the game in Facebook 5. Other than using the 2006 feature of Facebook that
permits third party development of apps, at the same time the development of
social network games is relatively simpler than traditional video games, as
well as faster and cheaper. Facebook provides a platform for students to learn
as they socialize, and this is used to explore the activity process of students
in social network games, further using questionnaires to explore whether the
design of social network games can attract students to conduct game-based
learning. In order to understand the gaming intentions of students, this study
also uses SPSS to conduct reliability and validity testing on questionnaire
questions, in hopes of understanding how social network games affect the
learning.

II.
METHODOLOGY USED

Fig 1. Different ideas to utilize social networks

Social media for personal resons:

S:NO

JOB

%

1

Mental break at work

40

2

Friends &family from work

60

3

Information & helps

20

Social media platform:

S:NO

SOCIAL

EDUCATION

PROFESSIONAL

%

Face book

One month

One week

Never

10

Twitter

One week

One day

Never

30

You Tube

One day

Two week

Never

74:50

Wikipedia

One hours

Two month

Never

45

Blogs

One week

Tow day

Never

150

Linkedin

One month

One month

Never

4

Other

Never

One day

Never

26

a
) Social Media Usage Agreement Social Media Terms and Conditions

· Students are expected to act safely by keeping personal
information out of their posts.

· Students agree to not use their family name, password,
school name and location, or the other data that would change somebody to find
and get in touch with them.

· Students are to use social media as an academic resource
only and therefore behave as in the classroom.

· Students shouldn’t reply to comments that make them
uncomfortable. Instead, they ought to report these comments to the trainer immediately.

III.
LITERATURE SURVEY

A.
Abstract-Social Learning Network (SLN)

In this paper, Abstract-Social
Learning Network (SLN) type of social network implemented among students,
instructors, and modules of learning. It consists of the dynamics of learning
behaviour over a variety of graphs representing the relationships among the
individuals and processes involved in learning. Recent innovations in online
education, together with open online courses at numerous scales, in flipped
classroom instruction, and in professional and corporate training have conferred attention
grabbing questions about SLN. Collecting, analyzing, and leveraging data about
SLN causes potential answers to these queries,
with facilitate from a convergence of modelling languages and style
ways, like social network theory, science of learning, and
education information technology. This survey article overviews a number of
these topics, together with prediction, recommendation, and personalization, in
this emergent research area.

B. MOOC

Advanced educational technologies
are developing rapidly and online MOOC courses have become more prevalent,
creating an enthusiasm for the seemingly limitless datadriven potentialities
to have an effect on advances in learning and enhance the learning experience.
For these potentialities to unfold, the experience and collaboration of the many
specialists are necessary to improve data collection, to foster the development
of better predictive models, and to assure models are interpretable and
actionable. The massive knowledge collected from MOOCs must be larger, not in
its height (number of students) however in its width—more meta-data and data on
learners’ cognitive and self-regulatory states must be collected additionally
to correctness and completion rates. This more detailed articulation will help
open up the black box approach to machine learning models where prediction is
the primary goal. Instead, data-driven learner model approach uses fine grain
data that is conceived and developed from cognitive principles to make
explanatory models with practical implications to boost student learning. Using
data-driven models to develop and improve educational materials is
fundamentally different from the instructor-centred model. In data-driven modelling,
course development and improvement is predicted on data-driven analysis of
student difficulties and of the target experience the course is supposed
produce; it’s not supposed instructor self-reflection as found in purely
instructor-centred models. To be sure, instructors will and may contribute to
interpreting data and making course redesign decisions, however ought to
ideally do so with support of cognitive psychology expertise. Course
improvement in data-driven modelling is additionally supported course-embedded
in vivo experiments(multiple instructional designs randomly assigned to
students in natural course listening to an instructor’s delivery of information,
but is primarily regarding students’ learning . By example, by doing and by
explaining. In addition to avoiding the pitfall of developing interactive
activities that don’t offer enough helpful information to reveal student
thinking, MOOC developers and information miners should avoid potential
pitfalls within the analysis and use of data.

C. NPTEL

The
basic objective of science and engineering education in India is to plan and
guide reforms that may remodel India into a strong and vibrant knowledge
economy. In this context, the focus areas for NPTEL project are

i)
higher education,

ii)
professional education,

iii)
distance education and

iv)
continuous and open learning,
roughly in this order of preference.

Work
force demand for trained engineers and technologists is way over the amount of
qualified graduates that Indian technical institutions will offer presently.
Among these, the number of institutions having fully qualified and trained
lecturers altogether disciplines being tutored forms a small fraction. A
majority of lecturers are young and inexperienced and are undergraduate degree
holders. Therefore, it is important for institutions like IITs, IISc, NITs and
other leading Universities in India to disseminate teaching/learning content of
high quality through all available media. NPTEL would be among the foremost and
a crucial step during this direction and can use technology for dissemination.
India needs many more teachers for effective implementation of higher education
in professional courses. Therefore, strategies for coaching young and
inexperienced lecturers to enable them carry out their academic
responsibilities effectively are a must. NPTEL contents are often used as core
curriculum content for training purposes. A wide range of students those who
are unable to attend scholarly in institutions through NPTEL will have access
to quality index from them.

All
those who are gainfully employed in industries and all other walks of life and
who need continuous training and updating their knowledge can benefit from
well-developed and peer-reviewed course contents by the IITs and IISc.

D. Flipped
Digital Classrooms

Flipped digital classroom is a
tutorial strategy and a type of integrated learning that reverses the
traditional learning environment by delivering instructional content, often
online, outside of the classroom. It moves activities, together with people who
might have traditionally been thought-about homework, into the classroom. In
flipped classroom, students watch online lectures, student collaborate and
interact in online discussions, or they perform analysis and have interactions
in ideas among the classroom with the guidance of a mentoror the respective
faculty.

In the traditional model of
classroom instruction, the teacher is commonly the central focus of a lesson
and the primary disseminator of information during the class period. The
teacher responds to queries whereas students defer on to the teacher for
guidance and feedback. In a classroom with a traditional style of instruction,
individual lessons may be focused on an explanation of content utilizing a
lecture-style. Student engagement among the traditional model is also
restricted to activities in which students work independently or in small teams
on an application task designed by the teacher. Class discussions are typically
focused on the teacher, who controls the flow of the spoken communication.1
Generally, this pattern of teaching additionally involves giving students the
task of reading from a textbook or functioning a concept by working on a
problem set, for example, outside school.2

The flipped classroom that wantedly
shifts the instruction to a learner-centred model in which class time can be
utilized that explores the vast topics in greater depth and creates purposeful
learning opportunities, whereas instructional technologies like online videos
are used to ‘deliver content’ outside of the classroom. In a flipped classroom,
‘content delivery’ might take a variety of forms. In general, the video lessons
are prepared by the teacher or any parties are used to deliver content, even though
the online collaborative discussions, digital analysis, and text readings could
also be used.345

Flipped classrooms additionally redefine
in-class activities. In-class lessons accompanying flipped classroom may
include activity learning or more traditional homework problems, among other
practices, to engage students in the content. Class activities vary but may
include: using math manipulative and emerging mathematical technologies,
in-depth laboratory experiments, original document analysis, debate or speech
presentation, current event discussions, peer reviewing, project-based
learning, and skill development or idea practice67 as a result of these varieties of active learning allow for
highly differentiated instruction,8 more time can be spent in class on
higher-order thinking skills like problem-finding, collaboration, design and
problem solving as students tackle troublesome issues, work in groups,
research, and construct knowledge with the assistance of their teacher and
peers.9 Flipped classrooms are enforced in both schools and colleges and been
found to have varying differences in the method of implementation.10

E.
Learning Management System

An LMS which delivers and manages tutorial
documents or data, and basically handles student registration, online course
administration, and tracking, and assessment of student work.2 Some LMSs helps
the progress towards learning goals and this can be identified.3 Most LMSs may
be web-based, to facilitate the access. LMSs are often used by regulated
industries used for the training. This system include the performance based on
the management, which facilitate the employee appraisals, competency
management, skills-gap analysis, succession planning, and multi-rater
assessments. Some systems support competency-based learning. Though there are a
large variety of terms for digital aids or platforms for education, such as
course management systems, virtual or managed learning platforms or systems, or
computer-based learning environment.

IV.
CONCLUSION

Thus the social network has created
a meth, psychologically around the mindset of students, as emotionally by
collaboration and communication because of the growth and popularity. Our
country has two set of students, one side the well educated students and the
other side uneducated students. Despite the importance of education, the
students’ emotions are relatively little theory-driven empirical research
available to address this new type of communication and interaction phenomena.
In this paper, we explored the factors that drive students to differentiate the
educated and uneducated student’s mindset. Specifically, we conceptualized the
use of social networks as intentional social action and we examined the
relative impact of social influence, social presence, and the five key values
from the uses and gratification paradigm on We-Intention to use online social
networks. An empirical study of students mindset (n = 182) revealed that our
intension is to utilize social networks strongly that is determined by social
presence. Among the five values, social related factors had the most significant
impact on the intention to use. Implications for research and practice are
discussed.

4
Archer, Elizabeth, Yuraisha Bianca
Chetty, and Paul Prinsloo. “Benchmarking the habits and behaviors of
successful students: A case studyofacademic-business collaboration.” The
International Review of Research in Open and Distance Learning 15.1 (2014).